Lesson 2

The second lesson this book teaches involves colors. In this lesson, students will respond to a PowerPoint that I have created on the SmartBoard. Next, they will respond to a Padlet question about their favorite color. Lastly, they will graph their favorite colors using shapes on a Smart Notebook page that I have created.





Padlet Respone





A. Personalization / Individualization / Differentiation

• Learning Goals. Who selected what is being learned?
  • Teacher

• Learning Activity. Who selected how it is being learned?
  • Teacher

• Technology Selection. Who selected which technologies are being used?
  • Teacher

B. Agency / Control / Ownership / Choice / Interest / Passion

• Talk Time. During the lesson/unit, who is the primary driver of the talk time?
  • Teacher and students.

• Work Time. During the lesson/unit, who is the primary driver of the work time?
  • Students

• Technology Usage. Who is the primary user of the technology?
  • Teacher and students.

C. Communication

• Audience. How are students communicating?
  • Whole class communication.

• Communication Technologies. Are digital technologies being used to facilitate the communication processes?
  • Yes
  • Padlet responses, PowerPoint responses and graphing on the Smart Notebook page.

D. Collaboration (co-working, co-creating; more than just communication)

• Collaborators. How are students working?
  • The students are working all together to answer the questions on the SmartBoard, then individually creating a Padlet response, the collaboratively creating a graph together on the SmartBoard.

• Collaborative Technologies. Are digital technologies being used to facilitate collaborative processes?
  • Yes
  • If yes, in which ways?
    • PowerPoint discussion, watching Padlet answers come together, and finishing making a graph using technology as a class.

E. Authenticity / Relevancy

• Real or Fake. Is student work authentic and reflective of that done by real people outside of school?
  • Yes, they are aware of all the colors around them in everyday life. This lesson gives them a chance to work on graphing (math skills) and interpreting data and comparing data. These are all things that are relevant to their lives.

• Contribution. Does student work make a contribution to an audience beyond the classroom walls to the outside world?
  • Yes

F. Discipline-Specific Inquiry

• Domain Knowledge. Are students learning discipline-specific and -appropriate content and procedural knowledge?
  • Yes
  • If yes, is student work focused around big, important concepts central to the discipline?
    • Yes central to math content and comparison and interpretation which they use in other domains as well.

G. Critical Thinking (HOTS + metacognition) / Creativity / Initiative / Entrepreneurship

• Deeper Thinking. Do student learning activities and assessments go beyond facts, procedures, and/or previously-provided ways of thinking?
  • Somewhat

• Creativity.Do students have the opportunity to design, create, make, or otherwise add value that is unique to them?
  • Yes

• Initiative. Do students have the opportunity to initiate, be entrepreneurial, be self-directed, and/or go beyond given parameters of the learning task or environment?
  • Yes they are creating a graph of the class' favorite colors and gathering conclusions from what they see.

• Metacognition. Do students have the opportunity to reflect on their planning, thinking, work, and/or progress?
  • Yes
  • If yes, can students identify what they’re learning, not just what they’re doing?
    • Yes

H. Technology

• Technology as Means, Not End. When digital technologies are utilized, do the tools overshadow, mask, or otherwise draw the focus away from important learning?
  • No

• Technology Adds Value. Does technology add value so that students can do their work in better or different ways than are possible without the technology?
  • Yes

• Meaningful Technology Usage. Are digital technologies utilized appropriately and meaningfully for the learning tasks?
  • Yes

I. Assessment: Creating Graph as a class on SmartNotebook.

• Alignment. Are standards, learning goals, instruction, learning activities, and assessments all aligned, both topically and cognitively?
  • Yes

• Authentic Assessment. Are students creating real-world products or performances?
  • Yes

• Assessment Technology. Are digital technologies being used to facilitate the assessment process?
  • Yes